Citing issues of professional qualifications and reward systems that the field of early childhood education must resolve as preschool programs become part of the public schools, this paper argues for adopting a dynamic career ladder model of program staffing. The dynamic model assumes a mix of staffing in early childhood programs wherever they are offered and provides staff with incentives for ongoing personal and professional growth. The dynamic model preserves the integrity of the concept of professionalism based on knowledge, as compared to the static model of university-based pre-service education. Issues discussed include: possible bridges into school positions for teachers of young children in day care centers and nursery schools; consequences of college and university adoption of the fifth-year concept of teacher education; actions that early childhood centers and Head Start should take; Massachusetts' licensing and teacher certification requirements for early childhood teachers in the schools; and the need for a broader view of training than presently obtains. Appendices provide examples of reward systems in private day care/nursery school programs; charts of certification types by state; a proposed model of professional roles, career ladder and wage structure for early childhood programs; a career development system model incorporating pre-professional, transitional, and professional training systems; and proposed regulations for staff qualifications. (RH)